OCR GCSE J248 Chemistry specification: every spec point and its video lesson
5of 204 spec points have a lesson out now
204have a lesson planned
Spec text is our short form of the board's statement. Always check the board's own specification.
| Spec | Statement | Lesson | YT search phrase |
|---|---|---|---|
| C1.1aOCR J248 | Describe the main features of the particle model in terms of states of matter and change of state | The three states of matter and the particle model | ScholaFly CH03-01 |
| Diamond and silicon dioxide: giant covalent structures | ScholaFly CH05-05 | ||
| Graphite: why it is soft and why it conducts | ScholaFly CH05-06 | ||
| C1.1bOCR J248 | Explain in terms of the particle model the distinction between physical changes and chemical changes | The three states of matter and the particle model | ScholaFly CH03-01 |
| Diamond and silicon dioxide: giant covalent structures | ScholaFly CH05-05 | ||
| Graphite: why it is soft and why it conducts | ScholaFly CH05-06 | ||
| C1.1cOCR J248 | Explain the limitations of the particle model in relation to changes of state when particles are represented by inelastic spheres (e.g. like bowling balls) | The limits of the simple particle model (Higher) | ScholaFly CH03-02 |
| C1.2aOCR J248 | Describe how and why the atomic model has changed over time | How the model of the atom changed | ScholaFly CH01-07 |
| C1.2bOCR J248 | Describe the atom as a positively charged nucleus surrounded by negatively charged electrons, with the nuclear radius much smaller than that of the atom and with most of the mass in the nucleus | How big an atom is | ScholaFly CH01-03 |
| C1.2cOCR J248 | Recall the typical size (order of magnitude) of atoms and small molecules | How big an atom is | ScholaFly CH01-03 |
| C1.2dOCR J248 | Recall relative charges and approximate relative masses of protons, neutrons and electrons | Protons, neutrons and electrons | ScholaFly CH01-02 |
| Atomic number, mass number and isotopes | ScholaFly CH01-04 | ||
| C1.2eOCR J248 | Calculate numbers of protons, neutrons and electrons in atoms and ions, given atomic number and mass number of isotopes | Protons, neutrons and electrons | ScholaFly CH01-02 |
| Atomic number, mass number and isotopes | ScholaFly CH01-04 | ||
| C2.1aOCR J248 | Explain what is meant by the purity of a substance, distinguishing between the scientific and everyday use of the term ‘pure’ | Pure substances, and spotting an impurity from a melting point | ScholaFly CH03-04 |
| C2.1bOCR J248 | Use melting point data to distinguish pure from impure substances | Pure substances, and spotting an impurity from a melting point | ScholaFly CH03-04 |
| C2.1cOCR J248 | Calculate relative formula masses of species separately and in a balanced chemical equation | Relative formula mass, and percentage by mass | ScholaFly CH07-01 |
| C2.1dOCR J248 | Deduce the empirical formula of a compound from the relative numbers of atoms present or from a model or diagram and vice versa | Empirical formula | ScholaFly CH07-02 |
| C2.1eOCR J248 | Explain that many useful materials are formulations of mixtures | Formulations | ScholaFly CH03-05 |
| C2.1fOCR J248 | Describe, explain and exemplify the processes of filtration, crystallisation, simple distillation, and fractional distillation | Mixtures, and choosing a separation technique | ScholaFly CH03-03 |
| C2.1gOCR J248 | Describe the techniques of paper and thin layer chromatography | Chromatography and Rf values | ScholaFly CH03-06 |
| C2.1hOCR J248 | Recall that chromatography involves a stationary and a mobile phase and that separation depends on the distribution between the phases | Chromatography and Rf values | ScholaFly CH03-06 |
| C2.1iOCR J248 | Interpret chromatograms, including measuring R values | Chromatography and Rf values | ScholaFly CH03-06 |
| C2.1jOCR J248 | Suggest suitable purification techniques given information about the substances involved | Mixtures, and choosing a separation technique | ScholaFly CH03-03 |
| Chromatography and Rf values | ScholaFly CH03-06 | ||
| C2.1kOCR J248 | Suggest chromatographic methods for distinguishing pure from impure substances | Mixtures, and choosing a separation technique | ScholaFly CH03-03 |
| Chromatography and Rf values | ScholaFly CH03-06 | ||
| C2.2aOCR J248 | Describe metals and non-metals and explain the differences between them on the basis of their characteristic physical and chemical properties | Metals and non-metals | ScholaFly CH02-03 |
| C2.2bOCR J248 | Explain how the atomic structure of metals and non-metals relates to their position in the Periodic Table | Metals and non-metals | ScholaFly CH02-03 |
| C2.2cOCR J248 | Explain how the position of an element in the Periodic Table is related to the arrangement of electrons in its atoms and hence to its atomic number | Electronic structure of the first twenty elements | ScholaFly CH01-06 |
| The periodic table: groups, periods and position | ScholaFly CH02-01 | ||
| How the periodic table was developed | ScholaFly CH02-02 | ||
| C2.2dOCR J248 | Describe and compare the nature and arrangement of chemical bonds in: ionic compounds simple molecules iii. giant covalent structures polymers metals | The three types of strong bond, and spotting each structure | ScholaFly CH04-01 |
| The ionic lattice | ScholaFly CH04-03 | ||
| Metallic bonding | ScholaFly CH04-05 | ||
| C2.2eOCR J248 | Explain chemical bonding in terms of electrostatic forces and the transfer or sharing of electrons | The three types of strong bond, and spotting each structure | ScholaFly CH04-01 |
| The ionic lattice | ScholaFly CH04-03 | ||
| Metallic bonding | ScholaFly CH04-05 | ||
| C2.2fOCR J248 | Construct dot and cross diagrams for simple covalent and binary ionic substances | Ionic bonding and dot-and-cross diagrams | ScholaFly CH04-02 |
| Covalent bonding and dot-and-cross for small molecules | ScholaFly CH04-04 | ||
| What our models of structure leave out | ScholaFly CH04-06 | ||
| C2.2gOCR J248 | Describe the limitations of particular representations and models | Ionic bonding and dot-and-cross diagrams | ScholaFly CH04-02 |
| Covalent bonding and dot-and-cross for small molecules | ScholaFly CH04-04 | ||
| What our models of structure leave out | ScholaFly CH04-06 | ||
| C2.2hOCR J248 | Explain how the reactions of elements are related to the arrangement of electrons in their atoms and hence to their atomic number | Electronic structure of the first twenty elements | ScholaFly CH01-06 |
| The periodic table: groups, periods and position | ScholaFly CH02-01 | ||
| How the periodic table was developed | ScholaFly CH02-02 | ||
| C2.2iOCR J248 | Explain in terms of atomic number how Mendeleev’s arrangement was refined into the modern Periodic Table | Electronic structure of the first twenty elements | ScholaFly CH01-06 |
| The periodic table: groups, periods and position | ScholaFly CH02-01 | ||
| How the periodic table was developed | ScholaFly CH02-02 | ||
| C2.3aOCR J248 | Recall that carbon can form four covalent bonds | Why carbon forms so many compounds | ScholaFly CH15-01 |
| C2.3bOCR J248 | Explain that the vast array of natural and synthetic organic compounds occur due to the ability of carbon to form families of similar compounds, chains and rings | Why carbon forms so many compounds | ScholaFly CH15-01 |
| C2.3cOCR J248 | Explain the properties of diamond, graphite, fullerenes and graphene in terms of their structures and bonding | Diamond and silicon dioxide: giant covalent structures | ScholaFly CH05-05 |
| Graphite: why it is soft and why it conducts | ScholaFly CH05-06 | ||
| Graphene, fullerenes and carbon nanotubes | ScholaFly CH05-07 | ||
| C2.3dOCR J248 | Use ideas about energy transfers and the relative strength of chemical bonds and intermolecular forces to explain the different temperatures at which changes of state occur | Predicting a substance's state from its bonding | ScholaFly CH05-01 |
| C2.3eOCR J248 | Use data to predict states of substances under given conditions | Predicting a substance's state from its bonding | ScholaFly CH05-01 |
| C2.3fOCR J248 | Explain how the bulk properties of materials (ionic compounds; simple molecules; giant covalent structures; polymers and metals) are related to the different types of bonds they contain, their bond strengths in relation to intermolecular forces and the ways in which their bonds are arranged | The three types of strong bond, and spotting each structure | ScholaFly CH04-01 |
| Why ionic compounds melt high and conduct when molten | ScholaFly CH05-02 | ||
| Why small molecules melt low and do not conduct | ScholaFly CH05-03 | ||
| Polymers: recognising one, and why polymers are solids | ScholaFly CH05-04 | ||
| Why metals conduct and bend, and why an alloy is harder | ScholaFly CH05-08 | ||
| C2.3gOCR J248 | Compare ‘nano’ dimensions to typical dimensions of atoms and molecules | Nanoparticles: size and the surface area to volume ratio (triple) | ScholaFly CH05-09 |
| C2.3hOCR J248 | Describe the surface area to volume relationship for different-sized particles and describe how this affects properties | Nanoparticles: size and the surface area to volume ratio (triple) | ScholaFly CH05-09 |
| C2.3iOCR J248 | Describe how the properties of nanoparticulate materials are related to their uses | Nanoparticles: what they are used for and the risks (triple) | ScholaFly CH05-10 |
| C2.3jOCR J248 | Explain the possible risks associated with some nanoparticulate materials | Nanoparticles: what they are used for and the risks (triple) | ScholaFly CH05-10 |
| C3.1aOCR J248 | Use chemical symbols to write the formulae of elements and simple covalent and ionic compounds | Writing formulae, and word and symbol equations | ScholaFly CH06-01 |
| C3.1bOCR J248 | Use the names and symbols of common elements and compounds and the principle of conservation of mass to write formulae and balanced chemical equations and half equations | Conservation of mass, and balancing a symbol equation | ScholaFly CH06-03 |
| The mole and the Avogadro constant (Higher) | ScholaFly CH07-04 | ||
| Half equations at the electrodes (Higher) | ScholaFly CH11-06 | ||
| C3.1cOCR J248 | Use the names and symbols of common elements from a supplied Periodic Table to write formulae and balanced chemical equations where appropriate | Writing formulae, and word and symbol equations | ScholaFly CH06-01 |
| C3.1dOCR J248 | Use the formula of common ions to deduce the formula of a compound | Deducing a formula from its ions | ScholaFly CH06-02 |
| C3.1eOCR J248 | Construct balanced ionic equations | Writing balanced ionic equations (Higher) | ScholaFly CH06-06 |
| C3.1fOCR J248 | Describe the physical states of products and reactants using state symbols (s, l, g and aq) | State symbols in chemical equations | ScholaFly CH06-04 |
| C3.1gOCR J248 | Recall and use the definitions of the Avogadro constant (in standard form) and of the mole | The mole and the Avogadro constant (Higher) | ScholaFly CH07-04 |
| C3.1hOCR J248 | Explain how the mass of a given substance is related to the amount of that substance in moles and vice versa | The mole and the Avogadro constant (Higher) | ScholaFly CH07-04 |
| C3.1iOCR J248 | Recall and use the law of conservation of mass | Conservation of mass, and balancing a symbol equation | ScholaFly CH06-03 |
| Why the mass seems to change when a gas is involved | ScholaFly CH06-05 | ||
| C3.1jOCR J248 | Explain any observed changes in mass in non-enclosed systems during a chemical reaction and explain them using the particle model | Conservation of mass, and balancing a symbol equation | ScholaFly CH06-03 |
| Why the mass seems to change when a gas is involved | ScholaFly CH06-05 | ||
| C3.1kOCR J248 | Deduce the stoichiometry of an equation from the masses of reactants and products and explain the effect of a limiting quantity of a reactant | Calculating a mass from a balanced equation | ScholaFly CH07-05 |
| Using masses to deduce the stoichiometry of an equation (Higher) | ScholaFly CH07-06 | ||
| Limiting reactants (Higher) | ScholaFly CH07-07 | ||
| C3.1lOCR J248 | Use a balanced equation to calculate masses of reactants or products | Calculating a mass from a balanced equation | ScholaFly CH07-05 |
| Using masses to deduce the stoichiometry of an equation (Higher) | ScholaFly CH07-06 | ||
| Limiting reactants (Higher) | ScholaFly CH07-07 | ||
| C3.2aOCR J248 | Distinguish between endothermic and exothermic reactions on the basis of the temperature change of the surroundings | Exothermic and endothermic reactions | ScholaFly CH12-01 |
| C3.2bOCR J248 | Draw and label a reaction profile for an exothermic and an endothermic reaction | Reaction profiles and activation energy | ScholaFly CH12-02 |
| C3.2cOCR J248 | Explain activation energy as the energy needed for a reaction to occur | Reaction profiles and activation energy | ScholaFly CH12-02 |
| C3.2dOCR J248 | Calculate energy changes in a chemical reaction by considering bond making and bond breaking energies | Breaking bonds costs energy, making bonds releases it | ScholaFly CH12-03 |
| Calculating an energy change from bond energies (Higher) | ScholaFly CH12-04 | ||
| C3.3aOCR J248 | Explain reduction and oxidation in terms of loss or gain of oxygen, identifying which species are oxidised and which are reduced | Oxidation and reduction in terms of oxygen | ScholaFly CH10-01 |
| C3.3bOCR J248 | Explain reduction and oxidation in terms of gain or loss of electrons, identifying which species are oxidised and which are reduced | Oxidation and reduction as electron transfer (Higher) | ScholaFly CH10-04 |
| C3.3cOCR J248 | Recall that acids form hydrogen ions when they dissolve in water and solutions of alkalis contain hydroxide ions | Neutralisation, and the salts that acids make | ScholaFly CH09-02 |
| Acids reacting with metals | ScholaFly CH09-03 | ||
| C3.3dOCR J248 | Describe neutralisation as acid reacting with alkali or a base to form a salt plus water | Neutralisation, and the salts that acids make | ScholaFly CH09-02 |
| Acids reacting with metals | ScholaFly CH09-03 | ||
| C3.3eOCR J248 | Recognise that aqueous neutralisation reactions can be generalised to hydrogen ions reacting with hydroxide ions to form water | Neutralisation, and the salts that acids make | ScholaFly CH09-02 |
| Acids reacting with metals | ScholaFly CH09-03 | ||
| C3.3fOCR J248 | Recall that carbonates and some metals react with acids and write balanced equations predicting products from given reactants | Neutralisation, and the salts that acids make | ScholaFly CH09-02 |
| Acids reacting with metals | ScholaFly CH09-03 | ||
| C3.3gOCR J248 | Use and explain the terms dilute and concentrated (amount of substance) and weak and strong (degree of ionisation) in relation to acids | Strong and weak acids, dilute and concentrated (Higher) | ScholaFly CH09-07 |
| C3.3hOCR J248 | Recall that relative acidity and alkalinity are measured by pH | Relative formula mass, and percentage by mass | ScholaFly CH07-01 |
| Acids, alkalis and the pH scale | ScholaFly CH09-01 | ||
| C3.3iOCR J248 | Describe neutrality and relative acidity and alkalinity in terms of the effect of the concentration of hydrogen ions on the numerical value of pH (whole numbers only) | pH, hydrogen ion concentration and the tenfold rule (Higher) | ScholaFly CH09-08 |
| Practical: how the pH changes as a base is added to an acid | ScholaFly CH21-06 | ||
| C3.3jOCR J248 | Use the idea that as hydrogen ion concentration increases by a factor of ten, the pH value of a solution decreases by one | pH, hydrogen ion concentration and the tenfold rule (Higher) | ScholaFly CH09-08 |
| Practical: how the pH changes as a base is added to an acid | ScholaFly CH21-06 | ||
| C3.3kOCR J248 | Describe techniques and apparatus used to measure pH | Relative formula mass, and percentage by mass | ScholaFly CH07-01 |
| Acids, alkalis and the pH scale | ScholaFly CH09-01 | ||
| C3.4aOCR J248 | Recall that metals (or hydrogen) are formed at the cathode and non-metals are formed at the anode in electrolysis using inert electrodes | What electrolysis is: electrolytes, ions and electrodes | ScholaFly CH11-01 |
| Electrolysis of a molten ionic compound | ScholaFly CH11-02 | ||
| C3.4bOCR J248 | Predict the products of electrolysis of binary ionic compounds in the molten state | What electrolysis is: electrolytes, ions and electrodes | ScholaFly CH11-01 |
| Electrolysis of a molten ionic compound | ScholaFly CH11-02 | ||
| C3.4cOCR J248 | Describe competing reactions in the electrolysis of aqueous solutions of ionic compounds in terms of the different species present | Electrolysis of aqueous solutions | ScholaFly CH11-03 |
| C3.4dOCR J248 | Describe electrolysis in terms of the ions present and reactions at the electrodes | Electrolysis of aqueous solutions | ScholaFly CH11-03 |
| Half equations at the electrodes (Higher) | ScholaFly CH11-06 | ||
| C3.4eOCR J248 | Describe the technique of electrolysis using inert and non-inert electrodes | Electrolysis with non-inert electrodes: purifying copper | ScholaFly CH11-04 |
| C4.1aOCR J248 | Recall the simple properties of Groups 1, 7 and 0 | Group 1: the alkali metals | ScholaFly CH02-04 |
| Group 7: the halogens | ScholaFly CH02-05 | ||
| Group 0: the noble gases | ScholaFly CH02-07 | ||
| Predicting an element's reactions from its position | ScholaFly CH02-08 | ||
| C4.1bOCR J248 | Explain how observed simple properties of Groups 1, 7 and 0 depend on the outer shell of electrons of the atoms and predict properties from given trends down the groups | Group 1: the alkali metals | ScholaFly CH02-04 |
| Group 7: the halogens | ScholaFly CH02-05 | ||
| Group 0: the noble gases | ScholaFly CH02-07 | ||
| Predicting an element's reactions from its position | ScholaFly CH02-08 | ||
| C4.1cOCR J248 | Recall the general properties of transition metals and their compounds and exemplify these by reference to a small number of transition metals | The transition metals (triple) | ScholaFly CH02-09 |
| C4.1dOCR J248 | Predict possible reactions and probable reactivity of elements from their positions in the Periodic Table | Predicting an element's reactions from its position | ScholaFly CH02-08 |
| C4.1eOCR J248 | Explain how the reactivity of metals with water or dilute acids is related to the tendency of the metal to form its positive ion | The reactivity series | ScholaFly CH10-02 |
| C4.1fOCR J248 | Deduce an order of reactivity of metals based on experimental results | The reactivity series | ScholaFly CH10-02 |
| C4.2aOCR J248 | Describe tests to identify selected gases | The tests for hydrogen, oxygen, carbon dioxide and chlorine | ScholaFly CH18-01 |
| C4.2bOCR J248 | Describe tests to identify aqueous cations and aqueous anions | Flame tests (triple) | ScholaFly CH18-02 |
| Identifying metal ions with sodium hydroxide solution (triple) | ScholaFly CH18-03 | ||
| Identifying the anions: carbonate, halide and sulfate (triple) | ScholaFly CH18-04 | ||
| Identifying an unknown salt from its test results (triple) | ScholaFly CH18-05 | ||
| C4.2cOCR J248 | Describe how to perform a flame test | Flame tests (triple) | ScholaFly CH18-02 |
| Identifying metal ions with sodium hydroxide solution (triple) | ScholaFly CH18-03 | ||
| Identifying the anions: carbonate, halide and sulfate (triple) | ScholaFly CH18-04 | ||
| Identifying an unknown salt from its test results (triple) | ScholaFly CH18-05 | ||
| C4.2dOCR J248 | Identify species from test results | Flame tests (triple) | ScholaFly CH18-02 |
| Identifying metal ions with sodium hydroxide solution (triple) | ScholaFly CH18-03 | ||
| Identifying the anions: carbonate, halide and sulfate (triple) | ScholaFly CH18-04 | ||
| Identifying an unknown salt from its test results (triple) | ScholaFly CH18-05 | ||
| C4.2eOCR J248 | Interpret flame tests to identify metal ions | Flame tests (triple) | ScholaFly CH18-02 |
| Identifying metal ions with sodium hydroxide solution (triple) | ScholaFly CH18-03 | ||
| Identifying the anions: carbonate, halide and sulfate (triple) | ScholaFly CH18-04 | ||
| Identifying an unknown salt from its test results (triple) | ScholaFly CH18-05 | ||
| C4.2fOCR J248 | Describe the advantages of instrumental methods of analysis | Instrumental methods of analysis (triple) | ScholaFly CH18-06 |
| C4.2gOCR J248 | Interpret an instrumental result given appropriate data in chart or tabular form, when accompanied by a reference set of data in the same form | Instrumental methods of analysis (triple) | ScholaFly CH18-06 |
| C5.1aOCR J248 | Explain how the concentration of a solution in mol/dm is related to the mass of the solute and the volume of the solution | Concentration in moles per dm3 (triple, Higher) | ScholaFly CH08-01 |
| Titration calculations (triple, Higher) | ScholaFly CH09-09 | ||
| C5.1bOCR J248 | Describe the technique of titration | Titration: the technique | ScholaFly CH09-06 |
| C5.1cOCR J248 | Explain the relationship between the volume of a solution of known concentration of a substance and the volume or concentration of another substance that react completely together | Concentration in moles per dm3 (triple, Higher) | ScholaFly CH08-01 |
| Titration calculations (triple, Higher) | ScholaFly CH09-09 | ||
| C5.1dOCR J248 | Describe the relationship between molar amounts of gases and their volumes and vice versa | The molar gas volume (triple, Higher) | ScholaFly CH08-02 |
| C5.1eOCR J248 | Calculate the volumes of gases involved in reactions using the molar gas volume at room temperature and pressure (assumed to be 24 | The molar gas volume (triple, Higher) | ScholaFly CH08-02 |
| C5.1fOCR J248 | Explain how the mass of a solute and the volume of the solution is related to the concentration of the solution | Concentration of a solution in grams per dm3 | ScholaFly CH07-03 |
| C5.1gOCR J248 | Calculate the theoretical mass of a product from a given mass of reactant. | Percentage yield, and the theoretical mass of a product (triple) | ScholaFly CH08-03 |
| C5.1hOCR J248 | Calculate the percentage yield of a reaction product from the actual yield of a reaction | Percentage yield, and the theoretical mass of a product (triple) | ScholaFly CH08-03 |
| C5.1iOCR J248 | Define the atom economy of a reaction | Atom economy (triple) | ScholaFly CH08-04 |
| C5.1jOCR J248 | Calculate the atom economy of a reaction to form a desired product from the balanced equation | Atom economy (triple) | ScholaFly CH08-04 |
| C5.1kOCR J248 | Explain why a particular reaction pathway is chosen to produce a specified product given appropriate data | Choosing a reaction pathway for an industrial product (triple, Higher) | ScholaFly CH14-06 |
| C5.2aOCR J248 | Suggest practical methods for determining the rate of a given reaction | Measuring and calculating the rate of a reaction | ScholaFly CH13-01 |
| Rate at a specific time: the gradient of a tangent | ScholaFly CH13-02 | ||
| C5.2bOCR J248 | Interpret rate of reaction graphs | Measuring and calculating the rate of a reaction | ScholaFly CH13-01 |
| Rate at a specific time: the gradient of a tangent | ScholaFly CH13-02 | ||
| C5.2cOCR J248 | Describe the effect of changes in temperature, concentration, pressure, and surface area on rate of reaction | The factors that change the rate, and collision theory | ScholaFly CH13-03 |
| C5.2dOCR J248 | Explain the effects on rates of reaction of changes in temperature, concentration and pressure in terms of frequency and energy of collision between particles | The factors that change the rate, and collision theory | ScholaFly CH13-03 |
| C5.2eOCR J248 | Explain the effects on rates of reaction of changes in the size of the pieces of a reacting solid in terms of surface area to volume ratio | The factors that change the rate, and collision theory | ScholaFly CH13-03 |
| C5.2fOCR J248 | Describe the characteristics of catalysts and their effect on rates of reaction | Catalysts | ScholaFly CH13-04 |
| C5.2gOCR J248 | Identify catalysts in reactions | Catalysts | ScholaFly CH13-04 |
| C5.2hOCR J248 | Explain catalytic action in terms of activation energy | Catalysts | ScholaFly CH13-04 |
| C5.2iOCR J248 | Recall that enzymes act as catalysts in biological systems | Catalysts | ScholaFly CH13-04 |
| C5.3aOCR J248 | Recall that some reactions may be reversed by altering the reaction conditions | Reversible reactions and dynamic equilibrium | ScholaFly CH14-01 |
| C5.3bOCR J248 | Recall that dynamic equilibrium occurs in a closed system when the rates of forward and reverse reactions are equal | Reversible reactions and dynamic equilibrium | ScholaFly CH14-01 |
| C5.3cOCR J248 | Predict the effect of changing reaction conditions on equilibrium position and suggest appropriate conditions to produce as much of a particular product as possible | Le Chatelier's principle, and changing the concentration (Higher) | ScholaFly CH14-02 |
| Changing the temperature and the pressure on an equilibrium (Higher) | ScholaFly CH14-03 | ||
| C6.1aOCR J248 | Explain, using the position of carbon in the reactivity series, the principles of industrial processes used to extract metals, including extraction of a non-ferrous metal | Extracting a metal from its ore | ScholaFly CH10-03 |
| Extracting aluminium by electrolysis | ScholaFly CH11-05 | ||
| C6.1bOCR J248 | Explain why and how electrolysis is used to extract some metals from their ores | Extracting a metal from its ore | ScholaFly CH10-03 |
| Extracting aluminium by electrolysis | ScholaFly CH11-05 | ||
| C6.1cOCR J248 | Evaluate alternative biological methods of metal extraction | Biological methods of extracting metals (Higher) | ScholaFly CH10-05 |
| C6.1dOCR J248 | Explain the trade-off between rate of production of a desired product and position of equilibrium in some industrially important processes | The Haber process | ScholaFly CH14-04 |
| Industrial conditions: the trade-off between rate, yield and cost (triple, Higher) | ScholaFly CH14-05 | ||
| C6.1eOCR J248 | Interpret graphs of reaction conditions versus rate | The Haber process | ScholaFly CH14-04 |
| Industrial conditions: the trade-off between rate, yield and cost (triple, Higher) | ScholaFly CH14-05 | ||
| C6.1fOCR J248 | Explain how the commercially used conditions for an industrial process are related to the availability and cost of raw materials and energy supplies, control of equilibrium position and rate | The Haber process | ScholaFly CH14-04 |
| Industrial conditions: the trade-off between rate, yield and cost (triple, Higher) | ScholaFly CH14-05 | ||
| C6.1gOCR J248 | Explain the importance of the Haber process in agricultural production | Fertilisers: NPK, in the laboratory and in industry (triple) | ScholaFly CH14-07 |
| C6.1hOCR J248 | Compare the industrial production of fertilisers with laboratory syntheses of the same products | Fertilisers: NPK, in the laboratory and in industry (triple) | ScholaFly CH14-07 |
| C6.1iOCR J248 | Recall the importance of nitrogen, phosphorus and potassium compounds in agricultural production | Fertilisers: NPK, in the laboratory and in industry (triple) | ScholaFly CH14-07 |
| C6.1jOCR J248 | Describe the industrial production of fertilisers as several integrated processes using a variety of raw materials | Fertilisers: NPK, in the laboratory and in industry (triple) | ScholaFly CH14-07 |
| C6.1kOCR J248 | Describe the basic principles in carrying out a life-cycle assessment of a material or product | Life cycle assessment | ScholaFly CH20-05 |
| C6.1lOCR J248 | Interpret data from a life-cycle assessment of a material or product | Life cycle assessment | ScholaFly CH20-05 |
| C6.1mOCR J248 | Describe a process where a material or product is recycled for a different use, and explain why this is viable | Reducing, reusing and recycling | ScholaFly CH20-04 |
| C6.1nOCR J248 | Evaluate factors that affect decisions on recycling | Reducing, reusing and recycling | ScholaFly CH20-04 |
| C6.1oOCR J248 | Describe the composition of some important alloys in relation to their properties and uses | Alloys: why alloying works, and the common alloys (triple) | ScholaFly CH10-07 |
| C6.1pOCR J248 | Describe the process of corrosion and the conditions which cause corrosion | Corrosion, preventing rust, and electroplating (triple) | ScholaFly CH10-06 |
| C6.1qOCR J248 | Explain how mitigation of corrosion is achieved by creating a physical barrier to oxygen and water and by sacrificial protection | Corrosion, preventing rust, and electroplating (triple) | ScholaFly CH10-06 |
| C6.1rOCR J248 | Compare quantitatively the physical properties of glass and clay ceramics, polymers, composites and metals | Glass and clay ceramics (triple) | ScholaFly CH20-07 |
| Polymers, composites and choosing the right material (triple) | ScholaFly CH20-08 | ||
| C6.1sOCR J248 | Explain how the properties of materials are related to their uses and select appropriate materials given details of the usage required | Glass and clay ceramics (triple) | ScholaFly CH20-07 |
| Polymers, composites and choosing the right material (triple) | ScholaFly CH20-08 | ||
| C6.2aOCR J248 | Recognise functional groups and identify members of the same homologous series | Homologous series and functional groups | ScholaFly CH15-05 |
| Alkenes and the carbon-carbon double bond (triple) | ScholaFly CH16-01 | ||
| Alcohols (triple) | ScholaFly CH16-03 | ||
| Carboxylic acids (triple) | ScholaFly CH16-05 | ||
| C6.2bOCR J248 | Name and draw the structural formulae, using fully displayed formulae, of the first four members of the straight chain alkanes, alkenes, alcohols and carboxylic acids | Homologous series and functional groups | ScholaFly CH15-05 |
| Alkenes and the carbon-carbon double bond (triple) | ScholaFly CH16-01 | ||
| Alcohols (triple) | ScholaFly CH16-03 | ||
| Carboxylic acids (triple) | ScholaFly CH16-05 | ||
| C6.2cOCR J248 | Predict the formulae and structures of products of reactions of the first four and other given members of the homologous series of alkanes, alkenes and alcohols | Complete combustion of a hydrocarbon | ScholaFly CH15-07 |
| Reactions of the alkenes, and the bromine water test (triple) | ScholaFly CH16-02 | ||
| Oxidising an alcohol, and predicting from the functional group (triple) | ScholaFly CH16-06 | ||
| C6.2dOCR J248 | Recall the basic principles of addition polymerisation by reference to the functional group in the monomer and the repeating units in the polymer | Addition polymerisation (triple) | ScholaFly CH17-01 |
| C6.2eOCR J248 | Explain the basic principles of condensation polymerisation | Condensation polymerisation (triple, Higher) | ScholaFly CH17-02 |
| C6.2fOCR J248 | Describe practical techniques to make a polymer by condensation | Condensation polymerisation (triple, Higher) | ScholaFly CH17-02 |
| C6.2gOCR J248 | Deduce the structure of an addition polymer from a simple alkene monomer and vice versa | Addition polymerisation (triple) | ScholaFly CH17-01 |
| C6.2hOCR J248 | Recall that DNA is a polymer made from four different monomers called nucleotides and that other important naturally-occurring polymers are based on sugars and amino-acids | The natural polymers: DNA, starch, cellulose and proteins (triple) | ScholaFly CH17-04 |
| C6.2iOCR J248 | Recall that it is the generality of reactions of functional groups that determine the reactions of organic compounds | Homologous series and functional groups | ScholaFly CH15-05 |
| Alkenes and the carbon-carbon double bond (triple) | ScholaFly CH16-01 | ||
| Alcohols (triple) | ScholaFly CH16-03 | ||
| Carboxylic acids (triple) | ScholaFly CH16-05 | ||
| C6.2jOCR J248 | Describe the separation of crude oil by fractional distillation | Fractional distillation, and what the fractions are used for | ScholaFly CH15-03 |
| How a hydrocarbon's properties change with chain length | ScholaFly CH15-04 | ||
| C6.2kOCR J248 | Explain the separation of crude oil by fractional distillation | Fractional distillation, and what the fractions are used for | ScholaFly CH15-03 |
| How a hydrocarbon's properties change with chain length | ScholaFly CH15-04 | ||
| C6.2lOCR J248 | Describe the fractions as largely a mixture of compounds of formula C which are members of the alkane homologous series | Fractional distillation, and what the fractions are used for | ScholaFly CH15-03 |
| How a hydrocarbon's properties change with chain length | ScholaFly CH15-04 | ||
| C6.2mOCR J248 | Recall that crude oil is a main source of hydrocarbons and is a feedstock for the petrochemical industry | Crude oil: what it is and where it comes from | ScholaFly CH15-02 |
| C6.2nOCR J248 | Explain how modern life is crucially dependent upon hydrocarbons and recognise that crude oil is a finite resource | Crude oil: what it is and where it comes from | ScholaFly CH15-02 |
| C6.2oOCR J248 | Describe the production of materials that are more useful by cracking | Cracking | ScholaFly CH15-06 |
| C6.2pOCR J248 | Recall that a chemical cell produces a potential difference until the reactants are used up | Chemical cells and batteries (triple) | ScholaFly CH12-05 |
| Fuel cells (triple) | ScholaFly CH12-06 | ||
| C6.2qOCR J248 | Evaluate the advantages and disadvantages of hydrogen/oxygen and other fuel cells for given uses | Chemical cells and batteries (triple) | ScholaFly CH12-05 |
| Fuel cells (triple) | ScholaFly CH12-06 | ||
| C6.3aOCR J248 | Interpret evidence for how it is thought the atmosphere was originally formed | The atmosphere today, and the Earth's early atmosphere | ScholaFly CH19-01 |
| C6.3bOCR J248 | Describe how it is thought an oxygen-rich atmosphere developed over time | The atmosphere today, and the Earth's early atmosphere | ScholaFly CH19-01 |
| C6.3cOCR J248 | Describe the greenhouse effect in terms of the interaction of radiation with matter within the atmosphere | The greenhouse effect | ScholaFly CH19-03 |
| C6.3dOCR J248 | Evaluate the evidence for additional anthropogenic (human activity) causes of climate change and describe the uncertainties in the evidence base | Human activity, climate change, and how good the evidence is | ScholaFly CH19-04 |
| The carbon footprint and how to reduce it | ScholaFly CH19-05 | ||
| C6.3eOCR J248 | Describe the potential effects of increased levels of carbon dioxide and methane on the Earth’s climate and how these effects may be mitigated | Human activity, climate change, and how good the evidence is | ScholaFly CH19-04 |
| The carbon footprint and how to reduce it | ScholaFly CH19-05 | ||
| C6.3fOCR J248 | Describe the major sources of carbon monoxide, sulfur dioxide, oxides of nitrogen and particulates in the atmosphere and explain the problems caused by increased amounts of these substances | Incomplete combustion, and the pollutants a fuel gives off | ScholaFly CH15-08 |
| What the atmospheric pollutants actually do | ScholaFly CH15-09 | ||
| C6.3gOCR J248 | Describe the principal methods for increasing the availability of potable water in terms of the separation techniques used | Potable water | ScholaFly CH20-02 |
| Treating waste water | ScholaFly CH20-03 | ||
| CM1.1iOCR J248 | Represent three-dimensional shapes in two dimensions and vice versa when looking at chemical structures, e.g. allotropes of carbon | The three states of matter and the particle model | ScholaFly CH03-01 |
| Diamond and silicon dioxide: giant covalent structures | ScholaFly CH05-05 | ||
| Graphite: why it is soft and why it conducts | ScholaFly CH05-06 | ||
| CM1.2iOCR J248 | Relate size and scale of atoms to objects in the physical world | How big an atom is | ScholaFly CH01-03 |
| CM1.2iiOCR J248 | Estimate size and scale of atoms and nanoparticles | Nanoparticles: size and the surface area to volume ratio (triple) | ScholaFly CH05-09 |
| CM2.1iOCR J248 | Arithmetic computation, ratio, percentage and multistep calculations permeates quantitative chemistry | Relative formula mass, and percentage by mass | ScholaFly CH07-01 |
| CM2.1iiOCR J248 | Provide answers to an appropriate number of significant figures | Relative formula mass, and percentage by mass | ScholaFly CH07-01 |
| CM2.1iiiOCR J248 | Change the subject of a mathematical equation | Relative formula mass, and percentage by mass | ScholaFly CH07-01 |
| CM2.1ivOCR J248 | Arithmetic computation and ratio when determining empirical formulae, balancing equations | Empirical formula | ScholaFly CH07-02 |
| CM2.2iOCR J248 | Estimate size and scale of atoms and nanoparticles | Nanoparticles: size and the surface area to volume ratio (triple) | ScholaFly CH05-09 |
| CM2.2iiOCR J248 | Represent three-dimensional shapes in two dimensions and vice versa when looking at chemical structures, e.g. allotropes of carbon | Ionic bonding and dot-and-cross diagrams | ScholaFly CH04-02 |
| Covalent bonding and dot-and-cross for small molecules | ScholaFly CH04-04 | ||
| What our models of structure leave out | ScholaFly CH04-06 | ||
| CM2.2iiiOCR J248 | Translate information between diagrammatic and numerical forms | Ionic bonding and dot-and-cross diagrams | ScholaFly CH04-02 |
| Covalent bonding and dot-and-cross for small molecules | ScholaFly CH04-04 | ||
| What our models of structure leave out | ScholaFly CH04-06 | ||
| CM2.3iOCR J248 | Represent three-dimensional shapes in two dimensions and vice versa when looking at chemical structures, e.g. allotropes of carbon | Diamond and silicon dioxide: giant covalent structures | ScholaFly CH05-05 |
| Graphite: why it is soft and why it conducts | ScholaFly CH05-06 | ||
| Graphene, fullerenes and carbon nanotubes | ScholaFly CH05-07 | ||
| CM2.3iiOCR J248 | Relate size and scale of atoms to objects in the physical world | Nanoparticles: size and the surface area to volume ratio (triple) | ScholaFly CH05-09 |
| CM2.3iiiOCR J248 | Estimate size and scale of atoms and nanoparticles | Nanoparticles: size and the surface area to volume ratio (triple) | ScholaFly CH05-09 |
| CM2.3ivOCR J248 | Interpret, order and calculate with numbers written in standard form when dealing with nanoparticles | Nanoparticles: size and the surface area to volume ratio (triple) | ScholaFly CH05-09 |
| CM2.3vOCR J248 | Use ratios when considering relative sizes and surface area to volume comparisons | Nanoparticles: size and the surface area to volume ratio (triple) | ScholaFly CH05-09 |
| CM2.3viOCR J248 | Calculate surface areas and volumes of cubes | Nanoparticles: size and the surface area to volume ratio (triple) | ScholaFly CH05-09 |
| CM3.1iOCR J248 | Arithmetic computation and ratio when determining empirical formulae, balancing equations | Conservation of mass, and balancing a symbol equation | ScholaFly CH06-03 |
| The mole and the Avogadro constant (Higher) | ScholaFly CH07-04 | ||
| Half equations at the electrodes (Higher) | ScholaFly CH11-06 | ||
| CM3.1iiOCR J248 | Calculations with numbers written in standard form when using the Avogadro constant | The mole and the Avogadro constant (Higher) | ScholaFly CH07-04 |
| CM3.1iiiOCR J248 | Provide answers to an appropriate number of significant figures | Conservation of mass, and balancing a symbol equation | ScholaFly CH06-03 |
| The mole and the Avogadro constant (Higher) | ScholaFly CH07-04 | ||
| Half equations at the electrodes (Higher) | ScholaFly CH11-06 | ||
| CM3.1ivOCR J248 | Convert units where appropriate particularly from mass to moles | Conservation of mass, and balancing a symbol equation | ScholaFly CH06-03 |
| The mole and the Avogadro constant (Higher) | ScholaFly CH07-04 | ||
| Half equations at the electrodes (Higher) | ScholaFly CH11-06 | ||
| CM3.2iOCR J248 | Interpretation of charts and graphs when dealing with reaction profiles | Reaction profiles and activation energy | ScholaFly CH12-02 |
| CM3.2iiOCR J248 | Arithmetic computation when calculating energy changes | Reaction profiles and activation energy | ScholaFly CH12-02 |
| CM3.3iOCR J248 | Arithmetic computation, ratio, percentage and multistep calculations permeates quantitative chemistry | Relative formula mass, and percentage by mass | ScholaFly CH07-01 |
| Acids, alkalis and the pH scale | ScholaFly CH09-01 | ||
| CM3.4iOCR J248 | Arithmetic computation and ratio when determining empirical formulae, balancing equations | Electrolysis of aqueous solutions | ScholaFly CH11-03 |
| Half equations at the electrodes (Higher) | ScholaFly CH11-06 | ||
| CM4.1iOCR J248 | Arithmetic computation and ratio when determining empirical formulae, balancing equations | The reactivity series | ScholaFly CH10-02 |
| CM4.2iOCR J248 | Interpret charts, particularly in spectroscopy | Instrumental methods of analysis (triple) | ScholaFly CH18-06 |
| CM5.1iOCR J248 | Calculations with numbers written in standard form when using the Avogadro constant | Concentration in moles per dm3 (triple, Higher) | ScholaFly CH08-01 |
| Titration calculations (triple, Higher) | ScholaFly CH09-09 | ||
| CM5.1iiOCR J248 | Provide answers to an appropriate number of significant figures | Relative formula mass, and percentage by mass | ScholaFly CH07-01 |
| The mole and the Avogadro constant (Higher) | ScholaFly CH07-04 | ||
| Concentration in moles per dm3 (triple, Higher) | ScholaFly CH08-01 | ||
| Titration calculations (triple, Higher) | ScholaFly CH09-09 | ||
| CM5.1iiiOCR J248 | Convert units where appropriate particularly from mass to moles | Relative formula mass, and percentage by mass | ScholaFly CH07-01 |
| The mole and the Avogadro constant (Higher) | ScholaFly CH07-04 | ||
| Concentration in moles per dm3 (triple, Higher) | ScholaFly CH08-01 | ||
| Titration calculations (triple, Higher) | ScholaFly CH09-09 | ||
| CM5.1ivOCR J248 | Arithmetic computation, ratio, percentage and multistep calculations permeates quantitative chemistry | Relative formula mass, and percentage by mass | ScholaFly CH07-01 |
| The mole and the Avogadro constant (Higher) | ScholaFly CH07-04 | ||
| Concentration in moles per dm3 (triple, Higher) | ScholaFly CH08-01 | ||
| Titration calculations (triple, Higher) | ScholaFly CH09-09 | ||
| CM5.1vOCR J248 | Arithmetic computation when calculating yields and atom economy | Percentage yield, and the theoretical mass of a product (triple) | ScholaFly CH08-03 |
| CM5.1viOCR J248 | Change the subject of a mathematical equation | Relative formula mass, and percentage by mass | ScholaFly CH07-01 |
| The mole and the Avogadro constant (Higher) | ScholaFly CH07-04 | ||
| Concentration in moles per dm3 (triple, Higher) | ScholaFly CH08-01 | ||
| Titration calculations (triple, Higher) | ScholaFly CH09-09 | ||
| CM5.2iOCR J248 | Arithmetic computation, ratio when measuring rates of reaction | Measuring and calculating the rate of a reaction | ScholaFly CH13-01 |
| Rate at a specific time: the gradient of a tangent | ScholaFly CH13-02 | ||
| CM5.2iiOCR J248 | Drawing and interpreting appropriate graphs from data to determine rate of reaction | Measuring and calculating the rate of a reaction | ScholaFly CH13-01 |
| Rate at a specific time: the gradient of a tangent | ScholaFly CH13-02 | ||
| CM5.2iiiOCR J248 | Determining gradients of graphs as a measure of rate of change to determine rate | Measuring and calculating the rate of a reaction | ScholaFly CH13-01 |
| Rate at a specific time: the gradient of a tangent | ScholaFly CH13-02 | ||
| CM5.2ivOCR J248 | Proportionality when comparing factors affecting rate of reaction | The factors that change the rate, and collision theory | ScholaFly CH13-03 |
| CM5.3iOCR J248 | Arithmetic computation, ratio when measuring rates of reaction | Measuring and calculating the rate of a reaction | ScholaFly CH13-01 |
| The factors that change the rate, and collision theory | ScholaFly CH13-03 | ||
| CM5.3iiOCR J248 | Drawing and interpreting appropriate graphs from data to determine rate of reaction | Measuring and calculating the rate of a reaction | ScholaFly CH13-01 |
| The factors that change the rate, and collision theory | ScholaFly CH13-03 | ||
| CM5.3iiiOCR J248 | Determining gradients of graphs as a measure of rate of change to determine rate | Measuring and calculating the rate of a reaction | ScholaFly CH13-01 |
| The factors that change the rate, and collision theory | ScholaFly CH13-03 | ||
| CM5.3ivOCR J248 | Proportionality when comparing factors affecting rate of reaction | Measuring and calculating the rate of a reaction | ScholaFly CH13-01 |
| The factors that change the rate, and collision theory | ScholaFly CH13-03 | ||
| CM6.1iOCR J248 | Arithmetic computation, ratio when measuring rates of reaction | Measuring and calculating the rate of a reaction | ScholaFly CH13-01 |
| CM6.1iiOCR J248 | Drawing and interpreting appropriate graphs from data to determine rate of reaction | Measuring and calculating the rate of a reaction | ScholaFly CH13-01 |
| CM6.1iiiOCR J248 | Determining gradients of graphs as a measure of rate of change to determine rate | The factors that change the rate, and collision theory | ScholaFly CH13-03 |
| CM6.1ivOCR J248 | Proportionality when comparing factors affecting rate of reaction | The factors that change the rate, and collision theory | ScholaFly CH13-03 |
| CM6.2iOCR J248 | Represent three-dimensional shapes in two dimensions and vice versa when looking at chemical structures, e.g. allotropes of carbon | Addition polymerisation (triple) | ScholaFly CH17-01 |
| CM6.3iOCR J248 | Extract and interpret information from charts, graphs and tables | Human activity, climate change, and how good the evidence is | ScholaFly CH19-04 |
| The carbon footprint and how to reduce it | ScholaFly CH19-05 | ||
| CM6.3iiOCR J248 | Use orders of magnitude to evaluate the significance of data | Human activity, climate change, and how good the evidence is | ScholaFly CH19-04 |
| The carbon footprint and how to reduce it | ScholaFly CH19-05 | ||
| PAG C1OCR J248 | Reactivity trend | Halogen displacement reactions | ScholaFly CH02-06 |
| Practical: finding a reactivity trend (triple) | ScholaFly CH21-13 | ||
| PAG C2OCR J248 | Electrolysis | Practical: electrolysis of aqueous solutions | ScholaFly CH21-07 |
| PAG C3OCR J248 | Separation techniques | Practical: separating and identifying the dyes in an ink | ScholaFly CH21-03 |
| PAG C4OCR J248 | Distillation | Practical: separating and identifying the dyes in an ink | ScholaFly CH21-03 |
| PAG C5OCR J248 | Identification of species | Practical: identifying the ions in an unknown compound (triple) | ScholaFly CH21-12 |
| PAG C6OCR J248 | Titration | Practical: acid-alkali titration (triple) | ScholaFly CH21-11 |
| PAG C7OCR J248 | Production of salts | Practical: making a pure, dry sample of a soluble salt | ScholaFly CH21-05 |
| PAG C8OCR J248 | Measuring rates of reaction | Practical: temperature changes in reacting solutions | ScholaFly CH21-08 |
| Practical: how concentration affects the rate of a reaction | ScholaFly CH21-09 |